structure student's activities and schedule to limit number of changes and reduce unstructured time

limit number of persons that the student deals with each day

provide the student with a written schedule and keep the schedule as consistent as possible

provide area to keep supplies, books, etc., away from student's work area

select a classroom buddy

Visual Impairment Including Blindness (0.4%)

Assistive technology

Optical Aids

Video Magnifiers

Closed-Circuit Televisions (CCTVs)

Eyeglasses

Telescopes

Braille

Slate & Stylus

Perkins Brailler

Portable Notetaker

Auditory

Tactile Graphics

Computer Access

Enlarging software

Screen Reader

Tactile access

Instructional accommodations and modifications

Accommodations

Time requirements:● Time and a half or double time● Consideration for the student's reading/writing speed● Consideration for time needed to use adaptive equipment● Consideration for eye fatigue and scanning ability

Changes in the way students demonstrate learning● Modified assignments (when appropriate and needed) to accommodate visual fatigue (extended time and/or shortened amount of assignments).● Avoid activities requiring extensive visual scanning.● Avoid visually cluttered materials.● Allow students to use (bold marker, 20/20 pen, mechanical pencil, or other unique writing tool) to complete assignments.● Use of bold line paper.● Use of raised line paper.● Abbreviated homework assignment (includes all concepts, just fewer items).● Shorter written assignment.● Oral testing.

Changes in Setting:● preferential seating in the classroom for all films, assemblies and demonstration lessons.● seated facing away from windows.● permission to move about the room as needed to see information presented away from his/her desk.

Changes in the Setting: Environment● Avoid glare in general from overhead lights. Consider placing light filters on fluorescent lights.● Open and close doors fully (a half open door can be a dangerous obstacle).● Eliminate unnecessary background noise. Consider isolation headphones.● Eliminate clutter from the room, particularly in aisles and movement paths.● Place materials in consistent places so that students know where particular items are always located.● Preferential locker position and locks with keys vs. combination locks.● Use of task lighting as needed.

Modifications

● Based on the student's current assessment results of the student's abilities;● Based on the student's current skills based on current assessments;● Based on the student's emotional well-being;● To help the student be successful; and● After trying the use of supplementary aids and services.● Reducing assignments so a student only completes the easiest problems;● Altering assignments to make them easier;● Requiring a student to learn less materials than are required by the State's academic content standards;● Providing help to a student via hints or clues to the correct answers on assignments and tests.

Fluency: Speech impairments where a child’s flow ofspeech is disrupted by sounds, syllables, and wordsthat are repeated, prolonged, or avoided and wherethere may be silent blocks or inappropriate inhalation,exhalation, or phonation patterns.

Voice: Speech Impairments where the child’s voicehas an abnormal quality to its pitch, resonance, orloudness.

provide feedback and assist the student in planning the workflow of assignments. This is especially important with large writing assignments. It may be helpful to break the larger assignment into smaller components with opportunities for draft feedback.